Exemplary schools have at their core outstanding principals and teachers. This book enables school leaders to enhance teacher performance to move from problematic to good or better yet, from good to great. Serving as a reference tool, the authors identify 38 common challenges or opportunities to use their Individualized Intervention Strategy System (IISS). To most effectively correct any of these problematic attitudes or behaviors, leaders first assess the teacher’s stage of motivation and behavior style before selecting from one or more of their 304 strategies ranging from slightly to extremely intrusive.
Questions to Ponder and case studies serve to not only help leaders look at themselves in terms of their strengths and weaknesses in working with their staffs but also to illustrate the IISS in action. A toolbox of strategies, Enhancing Teacher Performance can be used as a text or on-the-run. The goal is to provide you, the school leader, a way forward in creating an encouraging milieu in your school, working alongside teachers in a true partnership to increase student learning.
|Publisher:||Rowman & Littlefield Publishers, Inc.|
|Edition description:||New Edition|
|Product dimensions:||6.90(w) x 9.90(h) x 0.50(d)|
About the Author
W. George Selig, EdD, started as a special education director in Massachusetts before becoming professor, Dean of the School of Education, and Provost at Regent University. He was named as the George Selig Distinguished Chair of Educational Leadership. Dr. Selig has written many books and articles and has spoken frequently at professional conventions.
Linda D. Grooms, PhD, is currently professor and chair of the post-master’s programs at Regent University. Dr. Grooms previously served as a South Carolina high school band director and as an elementary school guidance counselor and K–6 building administrator in Virginia. She conducts leadership training and has authored and coauthored many articles and book chapters.
Alan A. Arroyo, EdD, is director of the School of Education at Clarion University of Pennsylvania. Prior Dr. Arroyo was dean and professor from 1996–2015 at Regent University and he served as an administrator for most of his fourteen years in Illinois K–12 school districts. He has coauthored several books, articles, and book chapters, and has funded grants.
Michael D. Kelly, EdD, is a clinical associate professor at Virginia Tech where he teaches in the educational leadership program. Prior to his tenure as an associate professor, Dr. Kelly was a principal and teacher in the Virginia Beach City Public School System where his school was identified as a “School to Watch” by the National Middle School Association.
Glenn L. Koonce, EdD, was a teacher, coach, principal, and assistant superintendent prior to his position as associate professor and chair of educational leadership programs at Regent University.
Herman Dee Clark Jr., served as principal and assistant superintendent in an inner city public school system in Norfolk, Virginia, where he proved that when communities and schools work together cooperatively, all students can succeed.
Table of Contents
Chapter 1: Effective School Leadership
Chapter 2: Establishing an Open, Caring, and Positive School Climate and Culture
Chapter 3: Four Stages of Motivational Development
Chapter 4: Four Behavior Styles
Chapter 5: Quality Teaching Indicators
Chapter 6: Specific Problematic Teacher Issues
Chapter 7: The Foundation of the Individualized Intervention Strategy System
Chapter 8: How to Use the Individualized Intervention Strategy System
Chapter 9: Individualized Intervention Strategies
Chapter 10: Case Studies